Transcript Document 7268540

Study of POETRY
Unit Five
What is Poetry to you?
 Take your Notebook with you and read the
three poems about Poetry in each corner of
the room.
 Pick out a line from one of the poems that
describes what poetry means to you. Write
this line down.
 Write a paragraph explaining why you
choose this line.
Reasons to LIKE Poetry
 Reader is more important than the writer
 Presents a new way of thinking
 Can be rewarding
 Requires hard work and concentration
 Mysterious
 Open-minded/ You might as well…
Reasons to DISLIKE Poetry
 Confusing
 Doesn’t get to the point
 No explanation
 Not rewarding
 Requires hard work and concentration
 Represents school stuff
What is Poetry?
 Poetry is a literary
form that combines
words with their
emotional
association, sounds
and rhythms.
Types of Poems
Narrative- tells a story in verse.
Lyric- a brief poem where the author
expresses the feelings of a single
speaker.
NARRATIVE POEMS
 A poem that tells a
story.
 Generally longer than
the lyric styles of
poetry b/c the poet
needs to establish
characters and a plot.
Examples of Narrative
Poems
“The Raven”
“The Highwayman”
“Casey at the Bat”
“The Walrus and the
Carpenter”
LYRIC
 A short poem
 Usually written in first person point of view
 Expresses an emotion or an idea or
describes a scene
 Does not tell a story and are often musical
 (Many of the poems we read will be lyrics.)
POINT OF VIEW IN POETRY
POET
 The poet is the author
of the poem.
SPEAKER
 The speaker of the
poem is the “narrator”
of the poem.
POETRY FORM
 FORM - the
appearance of the
words on the page
 LINE - a group of
words together on one
line of the poem
 STANZA - a group of
lines arranged together
A word is dead
When it is said,
Some say.
I say it just
Begins to live
That day.
KINDS OF STANZAS
Couplet
Triplet (Tercet)
Quatrain
Quintet
Sestet (Sextet)
Septet
Octave
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a two line stanza
a three line stanza
a four line stanza
a five line stanza
a six line stanza
a seven line stanza
an eight line stanza
Unit Divided in Skills/Concepts
 Figurative Language
 Imagery
 Sound Devices
 Rhyme/ Meter
 Narrative Poetry
 Lyric Poetry
 Sonnet/ Ballad
Explicate a Poem
 Title- What does it suggest?
 Dramatic Situation/ Theme
 Subject
 Images, Figurative Language, Poetic
Devices, Diction
 Symbolism
 Conflict
 Tone
 Structure/ Rhyme Scheme
SOUND DEVICES
RHYTHM
 The beat created by
the sounds of the
words in a poem
 Rhythm can be created
by meter, rhyme,
alliteration and refrain.
METER
 A pattern of stressed and unstressed
syllables.
 Meter occurs when the stressed and unstressed
syllables of the words in a poem are arranged in a
repeating pattern.
 When poets write in meter, they count out the
number of stressed (strong) syllables and
unstressed (weak) syllables for each line. They
they repeat the pattern throughout the poem.
METER cont.
 FOOT - unit of meter.
 A foot can have two or
three syllables.
 Usually consists of
one stressed and one
or more unstressed
syllables.
 TYPES OF FEET
The types of feet are
determined by the
arrangement of
stressed and
unstressed syllables.
(cont.)
METER cont.
TYPES OF FEET (cont.)
Iambic - unstressed, stressed
Trochaic - stressed, unstressed
Anapestic - unstressed, unstressed, stressed
Dactylic - stressed, unstressed, unstressed
METER cont.
Kinds of Metrical Lines
 monometer
 dimeter
 trimeter
 tetrameter
 pentameter
 hexameter
 heptameter
 octometer
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one foot on a line
two feet on a line
three feet on a line
four feet on a line
five feet on a line
six feet on a line
seven feet on a line
eight feet on a line
FREE VERSE POETRY
 Unlike metered
poetry, free verse
poetry does NOT have
any repeating patterns
of stressed and
unstressed syllables.
 Does NOT have
rhyme.
 Free verse poetry is
very conversational sounds like someone
talking with you.
 A more modern type
of poetry.
BLANK VERSE POETRY
from Julius Ceasar
 Written in lines of
iambic pentameter, but
does NOT use end
rhyme.
Cowards die many times before
their deaths;
The valiant never taste of death but
once.
Of all the wonders that I yet have
heard,
It seems to me most strange that
men should fear;
Seeing that death, a necessary end,
Will come when it will come.
RHYME
 Words sound alike
because they share the
same ending vowel
and consonant sounds.
 (A word always
rhymes with itself.)
LAMP
STAMP
 Share the short “a”
vowel sound
 Share the combined
“mp” consonant sound
END RHYME
 A word at the end of one line rhymes with a
word at the end of another line
Hector the Collector
Collected bits of string.
Collected dolls with broken heads
And rusty bells that would not ring.
INTERNAL RHYME
 A word inside a line rhymes with another
word on the same line.
Once upon a midnight dreary, while I
pondered weak and weary.
From “The Raven”
by Edgar Allan Poe
NEAR RHYME
 a.k.a imperfect
rhyme, close rhyme
 The words share
EITHER the same
vowel or consonant
sound BUT NOT
BOTH
ROSE
LOSE
 Different vowel
sounds (long “o” and
“oo” sound)
 Share the same
consonant sound
RHYME SCHEME
 A rhyme scheme is a pattern of rhyme (usually
end rhyme, but not always).
 Use the letters of the alphabet to represent sounds
to be able to visually “see” the pattern. (See next
slide for an example.)
SAMPLE RHYME SCHEME
The Germ by Ogden Nash
A mighty creature is the germ,
Though smaller than the pachyderm.
His customary dwelling place
Is deep within the human race.
His childish pride he often pleases
By giving people strange diseases.
Do you, my poppet, feel infirm?
You probably contain a germ.
a
a
b
b
c
c
a
a
ONOMATOPOEIA
 Words that imitate the sound they are
naming
BUZZ
 OR sounds that imitate another sound
“The silken, sad, uncertain, rustling of
each purple curtain . . .”
ALLITERATION
 Consonant sounds repeated at the
beginnings of words
If Peter Piper picked a peck of pickled
peppers, how many pickled peppers did
Peter Piper pick?
CONSONANCE
 Similar to alliteration EXCEPT . . .
 The repeated consonant sounds can be
anywhere in the words
“silken, sad, uncertain, rustling . . “
ASSONANCE
 Repeated VOWEL sounds in a line or lines
of poetry.
(Often creates near rhyme.)
Lake
Fate
Base
Fade
(All share the long “a” sound.)
ASSONANCE cont.
Examples of ASSONANCE:
“Slow the low gradual moan came in the
snowing.”
- John Masefield
“Shall ever medicine thee to that sweet sleep.”
- William Shakespeare
REFRAIN
 A sound, word, phrase
or line repeated
regularly in a poem.
“Quoth the raven,
‘Nevermore.’”
SOME TYPES OF POETRY
WE WILL BE STUDYING
HAIKU
A Japanese poem
written in three lines
Five Syllables
Seven Syllables
Five Syllables
An old silent pond . . .
A frog jumps into the pond.
Splash! Silence again.
SHAKESPEAREAN SONNET
A fourteen line poem with
a specific rhyme
scheme.
The poem is written in
three quatrains and ends
with a couplet.
The rhyme scheme is
abab cdcd efef gg
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date.
Sometimes too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometimes declines,
By chance or nature’s changing course untrimmed.
But thy eternal summer shall not fade
Nor lose possession of that fair thou ow’st;
Nor shall Death brag thou wanderest in his shade,
When in eternal lines to time thou grow’st
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
CONCRETE POEMS
 In concrete poems, the
words are arranged to
create a picture that
relates to the content
of the poem.
Poetry
Is like
Flames,
Which are
Swift and elusive
Dodging realization
Sparks, like words on the
Paper, leap and dance in the
Flickering firelight. The fiery
Tongues, formless and shifting
Shapes, tease the imagination.
Yet for those who see,
Through their mind’s
Eye, they burn
Up the page.
FIGURATIVE
LANGUAGE
•Language that is used
imaginatively rather than literally.
SIMILE
 A comparison of two things using “like, as
than,” or “resembles.”
 “She is as beautiful as a sunrise.”
METAPHOR
 A direct comparison of two unlike things
 “All the world’s a stage, and we are merely
players.”
- William Shakespeare
EXTENDED METAPHOR
 A metaphor that goes several lines or
possible the entire length of a work.
Paradox
A statement , idea or situation that seems
contradictory but actually expresses a truth.
 “The more things change, the more they
stay the same.”
 “They have ears, but hear not.”
PERSONIFICATION
 Giving human  The cat winked at the dog as if to say
he knew it all!
characteristics
 The dishes danced on the shelf during
to a nonhuman the storm.
subject.
 The sun peeked into the room.
OTHER
POETIC DEVICES
SYMBOLISM
 When a person, place,
thing, or event that has
meaning in itself also
represents, or stands
for, something else.
=
Innocence
=
America
=
Peace
Allusion
 Allusion comes from
the verb “allude”
which means “to refer
to”
 An allusion is a
reference to something
famous (literary,
biblical, and
historical).
A tunnel walled and overlaid
With dazzling crystal: we
had read
Of rare Aladdin’s wondrous
cave,
And to our own his name we
gave.
From “Snowbound”
John Greenleaf Whittier
IMAGERY
 Language that appeals to the senses.
 Most images are visual, but they can also
appeal to the senses of sound, touch, taste,
or smell.
then with cracked hands that ached
from labor in the weekday weather . . .
from “Those Winter Sundays”
Parody
A parody imitates the serious
manner and characteristic
features of a particular
literary work in order to
make fun of those same
features.
The humorist achieves
parody by exaggerating
certain traits common to
the work, much as a
caricaturist creates a
humorous depiction of a
person by magnifying and
calling attention to the
person's most noticeable
features.
Parody continued
 The term parody is often used
synonymously with the more general term
spoof, which makes fun of the general traits
of a genre rather than one particular work or
author. Often the subject matter of a parody
is comically inappropriate, such as using the
elaborate, formal diction of an epic to
describe something trivial like washing
socks or cleaning a dusty attic.